2025 School Board VoteDelaware Questionnaire Responses: Vickie Pendleton

1. Our country’s history is incomplete without acknowledging the legacy of discrimination and lived experiences of historically marginalized communities. Additionally, Delaware passed a law in 2021 requiring schools to develop and incorporate an African American curriculum for K-12 public schools. Nonetheless, some schools have adopted curricula which fail to teach the full history of the treatment of marginalized communities. Do you commit to adopting curricula which include the perspectives and full histories of all historically marginalized communities?

YES
By definition, history is the study of past events, primarily focusing on human history, including political, social, economic, cultural, and intellectual developments. It is important to understand how the world has changed over time and how events, cultures, and people have shaped who we are today. Excluding the contributions of any group leaves the history incomplete.

2. Book bans in school libraries are misguided attempts to suppress student ability to explore ideas, encounter new perspectives, and learn to think for themselves. These efforts target LGBTQ+ identities and censor discussions about how gender and sexuality impact people’s daily lives under the guise that such topics are not age appropriate. Will you commit to protecting students’ ability to see themselves represented in the books they’re reading?

YES
I am committed to ensuring that all students have access to diverse literature that reflects a broad range of identities, experiences, and cultures. Representation in books is vital for fostering empathy, self-understanding, and a more inclusive learning environment. However, this literature should be age appropriate.

3. The 2023-2024 School Discipline Improvement Plan (SDIP) emphasizes the need to address the disproportionate discipline of Black students, low-income students, male students, and students with disabilities. Schools listed under SDIP are required to submit corrective plans. How will you work with your district to eliminate excessive, unjust, and exclusionary disciplinary practices?

Consistency and fairness are critical. Schools can continue to utilize the Positive Behavioral Interventions and Supports (PBIS) system. One component of this program is to teach positive behavior. It focuses on reinforcing and rewarding positive behavior. The district has a student success guide. Within the guide lies a Progressive Discipline Matrix. At the beginning and mid-year, the plan is shared with students and families. If there is a violation, the parent is informed about the infraction and the consequence. The consequence for the offense/level (1st, 2nd, etc.) should be followed. A discipline team should review the data monthly.

4. Research shows that the presence of police officers also known as school resource officers (SROs) can lead to disparate discipline for Black and brown students. As a school board member, would you oppose adopting or continuing to implement school safety plans which include the use of SROs?

NO
School safety is top priority. Individuals in schools want to feel safe. School safety is the responsibility of all stake holders which include: staff, students, parents, and community members. All schools must have a comprehensive school safety plan. Including a School Resource Officer is intended to add another layer of security.

5. How would you ensure that budgets and other resources are equitably distributed to serve high-needs students (i.e. English language learners, students with disabilities, and students from low-income households) across a school district and that those financial decisions are more transparent?

To support students with greater needs, I would adopt a funding model that allocated more resources based on specific student characteristics. This model would be informed by data such as academic performance, school needs, and social-emotional indicators. But decisions would involve input from families, educators, and community members. To keep the process clear, I would share accessible budget dashboards and reports explaining how funds are distributed.

6. A December 2023 independent report, commissioned by the State of Delaware as a result of education funding litigation brought by the ACLU, found that public schools across the state are underfunded by at least $600 million dollars and recommended increased per-pupil funding, transparency, and the flexibility to allocate resources. What would you propose to ensure districts close the funding deficit to provide a constitutionally adequate education?

To help districts close the funding deficit and provide a constitutionally adequate education, I would propose a combination of increased state investment and revised funding formulas that prioritize equity. This includes directing more resources to underfunded districts based on student needs and local fiscal capacity. I would also advocate for stronger state oversight and accountability to ensure funds are used effectively and aligned with student outcomes. In addition to that, I would support initiatives to expand access to grants, partnerships, and alternative funding sources to supplement local budgets. Transparent reporting would be essential.

7. School Districts such as Red Clay Consolidated and Christina have implemented policies to create a culture in which transgender and gender diverse students feel safe, supported, and fully included by assuring access to the curriculum, social events, clubs, athletic participation, and all other basic curricular and extracurricular activities. Will you commit to adopting or expanding policies in your school district which ensure that LGBTQ+ students are fully included in social events, clubs, athletic participation, and all other basic curricular and extracurricular activities?

YES
I am committed to adopting and expanding policies that ensure LGBTQ+ students are fully included in all aspects of school life. Every student deserves to feel safe, respected, and represented in their school community. This means affirming their rights to participate fully in social events, student clubs, athletics, and both curricular and extra-curricular programs. We must proactively remove barriers to inclusion and provide training and resources that foster a culture of belonging for all students, regardless of gender identity or sexual orientation.

8. Immigrant students and their families have the right to access public education without fear of discrimination or intimidation. Will you support a district-wide policy that protects students’ personal information (including immigration status), provides clear guidance on interacting with ICE, and ensures staff, students, and families are aware of relevant state, school, and community resources?

YES
Schools must protect all students. Delaware Department of Education is clear. Delaware is committed to:

• Maintaining a safe and inclusive learning environment for all students.
• Ensuring student privacy and preventing unnecessary disruptions caused by immigration enforcement.
• Policies and procedures are needed to help schools navigate and make sure everyone is on the same page.

9. When staff, students, and families know what the law says, they are better equipped to protect themselves and the school community. Will you support distributing Know Your Rights resources—specifically related to immigrant and LGTBQ+ protections—in classrooms, offices, school websites and communications, and other easily accessible locations?

YES
I believe all students should have access to Know Your Rights resources as it pertains to them. The brochure should be written in clear, concise language. All students have the Right To:

• Education,
• Student Privacy,
• Protection from Discrimination,
• Safe School Environment,
• Protection from Bullying and Harassment.

This information should be easily accessible.

10. Over the past few decades, many immigrants have chosen to make Delaware their home and have become vital members of our schools. Will you ensure that students and families with limited English proficiency have access to translated classroom materials and in-person translators for school meetings and events?

YES
All students have the right to be able to access learning materials. Students with limited English proficiency should have support from a specially trained teacher. This teacher should work with other teachers to help determine how best to serve the students. Additionally, Para-educators should be hired to support students in the classroom.